Task 15: Email to record label (Part 2)

What I have learnt:
This task has taught me how important it is to receive permission to use copyrighted footage as this means that our music video will be legal and that there have been no infringements regarding copyright. Additionally, if anyone questions that this song may be ours then we would have to contact them to explain that this song has been borrowed, with permission, from another record/production label. Now that we have sent this email, we can focus on our production, knowing that we have access to the song.

Task 15: Final Song Choice (Part 1)

Official Music Videos and Lyrics:

You would keep the secrets in ya'
You've been keeping paraphernalia, oh
I think you know
Anyone can walk up to ya'
Anyone can see right through your eyes
All night

And I don't mean to be unkind
But I see what's in your mind
And the stone you throw
Will turn back in it's path
One day you'll shatter like a wall of glass
Wall of glass
Wall of glass
One day you'll shatter like a wall of glass

You believe in fascinations
And designer vaccinations, love
You get along
You were sold a one direction
I believe the resurrections on
And your were wrong

And I don't mean to be unkind
But I see whats in your mind
And the stone you throw
Will turn back in its path
One day you'll shatter like a wall of glass
Wall of glass
Wall of glass
One day day you'll shatter like a wall of glass

And I don't mean to be unkind
But I see whats in your mind
And the stone you throw
Will turn back in its path
One day you'll shatter like a wall of glass
Wall of glass
Wall of glass
One day you'll shatter like a wall of glass

Task 14: Thinking of a Concept

Video Brainstorm from Tom Cornock on Vimeo.

What I have learnt:
This task has helped us to decide on a song to use for our own music video. We came to a conclusion that Wall Of Glass by Liam Gallagher would be a suitable choice due to our discussion that features in this task and other mind maps. This small conversation was crucial in deciding what elements we wanted to include in our video and how we would produce them. For example, we identified props that we would need to use in our video due to indie connotations and what we thought would suit the production. Things like a mobile phone, a mirror, pyro and smashed glass in our narrative element of the video were all brought up in the discussion as we thought that these objects would make the video look real and professional. Additionally, we also came up with the idea of using a music studio, either in school or at a professional location, for our performance sections in the music video. As a result of this idea, we have started to look at costs and if we could book locations and this will be expressed further in another blog post. Overall, this task has put us in a good position in terms of planning as we now both have a fairly clear idea about what is going to feature in our music video.

Task 8: Audience Research and Music Consumption (Task 2)

What I have learnt:
This task has helped me look at narrative music videos in more detail and has prepared me if I want to include some story elements in my final music video. Some of the theories that I applied to the videos in this task were ones that I had not come across before. Firstly, I looked at effect theory which is how media can affect society and how society affects the media. This is evident in Bruno Mars' video where the audiences effect of the video is to possibly sympathise with the protagonist as he experiences a break up. Another theory that I focused on during this task is the reception theory and this was evident in both of the videos I looked at, especially Beyoncé's 'If I were a boy'. This is where a music video has a direct, immediate and powerful effect on an audience and this is true in Beyoncé's video because there is a strong message demonstrating what gender roles would be like when reversed. These theorists have taught me that a strong message or theme that is current throughout the video is a key element to engage the audience.

Task 8: Audience Research and Music Consumption (Task 3)

Focus Group from Tom Cornock on Vimeo.

What I have learnt:
Overall, this task has helped me learn about what worked well in previous students music videos and also helped me come to a decision about the type of genre my music video will be. Because we focused on Indie music, we highlighted that examples of this genre from previous media students included dark or less vibrant clothing and also featured cross-cutting between a simplistic narrative and shots in a studio. This was evident in Reece Chambers' music video where there were boxing shots and shots where he is seen playing guitar and this works well because it splits up the narrative. From this group discussion, we also developed some ideas about what song we want to use for our music video. One song that we agreed with was Liam Gallagher's Wall Of Glass because it is upbeat allowing us to include lots of shots and also comes under the indie genre which creates an opportunity to include some narrative elements. This task has helped me massively in having a better idea about the song I will use for my music video and I will refer back to this video when planning my production to know what to include.

Task 7: Music Video Ananlysis (Task 4)

Slide Set created by Alex Hall with GoConqr

What I have learnt:
This close analysis of Logic's 1-800 music video has taught me a lot about narrative theorists that can be applied in music videos and given me ideas about what elements I want to include in my music video. This video was built up with a strong narrative that was emotional and had a strong message. During my analysis, I discovered that an element of the video went against part of Goodwin's theory as he suggested that all males that appear in music videos are dominant and the stereotypical 'Real man'. However, this was not the case in Logic's 1-800 music video because it was based around the topic of homosexuality and the protagonist completely contrasted to what Goodwin thought happened. The fact that a theory was challenged in this video and that it focused on a difficult topic made for an engaging video which could be consumed like a film with character types and elements of Todorov's theory evident in the production. If I choose to make my music video more narrative based, I will use this video as an example because this is one of the best story lead music videos I have seen.

Task 8: Audience Research and Music Consumption (Task 1)

Music Consumption from Tom Cornock on Vimeo.

What I have learnt:
This task and discussion have taught me a lot about what I and my peers think about music videos. In the video we highlighted many areas about music videos like where we watch them, do we watch them, things we like and things we don't like. We agreed that we all watch music videos but not commonly due to other formats like Spotify and online streaming sites which provide us with a lot more areas to watch these productions. Due to these formats, we consequently don't download music videos as this has gone out of fashion in recent years. An element that we enjoy in music videos was an interesting narrative and we discussed that this could be done by including a stereotype contradiction, evident in Beyonce's if I were a boy demonstrating female power. Overall, talking about music videos with m y friends has taught me more about them from an audience perspective and this conversation will need to be thought about during my production.

Task 7: Music Video Analysis (Task 3)

What I have learnt:

This task has demonstrated the differing representations of both genders during music videos. It is clear that in some cases artists attempt to go against stereotypical beliefs, common in female artists music videos like Estelle where forms of equality are evident. Stereotypes can be seen throughout all kinds of music videos, which are likely to be due to their themes of relationships etc. I have also identified that most videos portray the message that men dominate over women and women being objectified. This representation comes under the Male Gaze theory as certain shots have been carefully crafted for a heterosexual male audience, with close ups and slow motion edits on female bodies more than males. Another thing that I discovered from this task is that representations of gender are dependant on the genre of music. For example, it is likely in a rap video that men are seen as the ultimate male as they commonly film with the aim of showing off their wealth or status, due to the competitive nature of the genre and to demonstrate how they have worked their way up. For my music video, I will have to consider carefully whether I want to follow or challenge stereotypes and theories in music videos to portray gender. However, I understand that unconventionally challenging these ideas will make for a more engaging production but will also be harder to make.

Task 7: Music Video Analysis (Task 2)

Slide Set created by Alex Hall with GoConqr

What I have learnt:
This task has show me that narratives almost always feature in music videos but can appear in different ways. For example, the 'Thriller' music video is mainly performance based and gives off more of movie feel rather than a production for a song, whereas Duke Dumont's music video is a lot less theatrical and more stereotypical of a music video with less emphasis on speech or action. Additionally, I have noticed that the narrative in each video links clearly to the lyrics and/or title of the song. One of the best examples of this is in Ed Sheeran's 'Galway video' which was filmed in Galway and focuses on a girl from that area. This makes sense as the song and video work in synergy together and help the audience enjoy it much more. In terms of theories, I found that Binary opposites seemed to feature a lot in the videos that I analysed. The main reason for this is because it makes it much easier to build a narrative around and also helps to bring in Propp's theory where different types of character can be introduced to cause conflict and entertainment.

Task 7: Music Video Analysis (Task 1)

Please click on the image for better viewing

Grime:
Upon looking at Stormzy's 'Big for your boots' music video and looking and multiple others from the grime genre, I have noticed a few codes and conventions for music videos of this genre. Firstly, Stromzy adheres to the codes and conventions of grime music as he chooses stereotypical English locations to film his music video. Settings like a pub, a backstreet and a kebab shop all feature in the production and these locations link to the grime genre because artists usually choose to film from their working class childhood towns to show where it all started. Another grime artist uses this technique is Kano where his working class upbringing contradicts the successful artist he is today. Another clear code and convention of this genre is clothing. Grime artists usually appear in branded tracksuits or casual clothing. This is evident in Stormzy's music video where he can be seen wearing Adidas clothing, a crucial part of his own brand.

Alternative:
Blossoms' 'Charmlemagne' music video features many codes and conventions for alternative music videos. Firstly, the bands image is an important part of the video as they are all wearing black and similar styles of clothing. This allows the audience to identify with them a lot easier. Also, I found that camera movement is a crucial part of alternative music videos as the genre is unlike an other. In the video that I analysed, the camera rotates, tilts and is off-tripod adding to the edgy feel that alternative music has. Finally, after looking at similar videos from this genre I noticed that the lead singer lip syncs the song and that this is the main performance with little narrative featuring. The lip syncing also mostly happens in slow motion adding an extra element to the video.

Pop:
Listening to lots of pop songs and watching a lot of their music videos, I already had some idea about the codes and conventions that feature in these kinds of music videos. One convention that also appeared in Omi's 'Cheerleader' video was high key lighting, created by the sun over the beach. High key lighting usually features in pop videos as they are happy, uplifting songs with no explicit lyrics etc. Also, a party atmosphere is created at the end of the video when it turns dark to keep the video interesting. I have also noticed that a lot more effort has been put into this video than the Blossoms one as pop music videos are as important as the song. Alternative music focuses more on the song itself and exotic locations are often chosen for pop videos.

EDM/Dance:
Dance music often has a very quick tempo so consequently there has to be lots of cuts in a short space of time. This is evident in the music video from Martin Jensen which I analysed where cuts occur on the beat of the music. Another element of dance music videos is significant is the location used. Dance music videos are generally set in a club or large room and no where else which allows us to focus on the dancing in the room. A specific narrative is also a crucial code and convention of a music video of this genre. For example, in this video a geek like character learns to dance to try and get a girl and the whole music video is constructed around this narrative.

What I have learnt:
This task has allowed me to realise that codes and conventions differ in a music video depending on what genre it originates from. For example, narratives are a crucial part in popular and dance music videos because they are constantly trying to be improved all the time. However, there is a lack of invention and creativity in alternative music videos because the song itself holds a lot more importance. By also looking at all four micro elements, I have looked at each music video in all ways which has helped me notice elements that work well and commonly feature in music videos and what doesn't.